Transcript Slide 1

LILAC 2012
Glasgow, Scotland
April 13,2012
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Mike Crumpton
◦ Assistant Dean for Administrative Services
◦ The University of North Carolina at Greensboro
◦ [email protected]
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Nora Bird
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Assistant Professor, School of Education
Dept. of Library and Information Studies
The University of North Carolina at Greensboro
[email protected]
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Date back to 1900
Originally called “Junior Colleges” – first two
years to prepare students for University
Now a mix of college preparatory, vocational
training, and workforce re-training
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Economic focus on Community Colleges
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WILIS study of librarians in North Carolina, USA
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IMLS grant to Northern Illinois Library Consortium
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Nature of Community College Librarianship, unique
skill set
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Diversity of staff vs. students served
Project website
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Assessment
◦ Surveys
◦ Focus groups
◦ Field literature
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Identification of skill set(s) needed
◦ DACUM
◦ Detailed assessment
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Course design
◦ Temp to perm
◦ Professional development
◦ LIS course
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Evaluation
Book to celebrate uniqueness
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190 respondents
NC, SC, VA & some nationally
Looked at gender, degree, coursework, skills
learned since degree, titles
Some demographic info
Over 70% surveyed has middle or early
college programs
High percentage of distance education
support
Others listed…………….
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Working with diverse clients/patrons
Workforce and lifelong learning issues
Dealing with early and middle colleges
Small staffs and personal skills employed
Distance education programs
Management and administrative skills
Adult learning and andragogy skills
Resource specialization
Workplace information literacy and ID
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Academic transfer preparation
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Vocational-technical education
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Developmental education
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Continuing education
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Community service
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According to many definitions, the
information literate person “must be able to
recognize when information is needed and
have the ability to locate, evaluate, and use
effectively the needed information.”
(American Library Association, 1989)
Challenge is: Would you define Workplace
Information Literacy differently?
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“Information literacy landscapes: Information
literacy in education, workplace, and everyday
contexts”
Her title says it all. Context is essential to the
process. There is no universal information
literacy.
The focus has been on academic information
literacy.
Top Four Skills Covered in IL Classes
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50
40
30
Core/Transfer
Vocational
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10
0
Special resources for the
topic
Evaluating resources
Citation writing
Plagiarism
The primary objectives for your instructional classes
60%
50%
40%
30%
20%
10%
0%
To support instructor's
To write research
Demonstrate use of
To gain job
To learn more about
objectives
paper
library databases
understanding
profession or subject
Transfer
Vocational
major
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Confirmed the impression that
vocational programs are underserved
“I don’t know many people who have
HVAC degrees... If HVAC approached
me to do an [IL class] I’d have to get
familiar enough to be able to answer
subject-specific questions. That’s a
mammoth job.”
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“ …I think their comfort level with us.
Yeah, they may know how to do that,
but the ones [instructors] who come
back all the time believe that we do a
better job –they don’t try to do our job
for us, just like we don’t teach English
… I think that they see us as
professionals in the same way that
they are.”
“We led a session on our staff development day
where people can choose to take our
workshop at the library, and the information
technology people loved it because in NC Live
there’s a place you can go where you work on
certain cars. The depth of the knowledge is
for real people, it’s not just academic. Yeah, I
think the workplace and the fact that we have
older students could be developed.”
Re-investment of time into addressing issues
of equity in information literacy teachings:
 Emphasis on explicit instruction
 Addressing economic, social and political
factors
 Early student engagement
 New “conceptualizations” of reading
 IL as practice
 Insights from workplace information literacy
printed by
www.postersession.com
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Develop series of continuing education
modules, based on research via MLIS
Employ “Teacher-Librarian-Faculty”
practicum for MLIS students
Grow continuing education coursework into
full-course development for MLIS program
Resource developed for widespread
distribution and support of curriculum
content, such as a textbook
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Scope of project good
on reg and nat level
Diversity elements
important
Program could have
impact in addressing
needs not for CC Lib
Program could be
sustainable
Positive
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More differences
between cc libraries
and academics needed
More research needed
to focus on core
competencies needed
Include CC Faculty in
DACUM
Focus on training
differences
Critical
Background Issue
Result
Favorable Attribute
Lack of diversity in community college
librarians (90% white)
Librarians ready to serve the diverse
community college student population.
Workforce learners
Training in workplace information literacy
Mid-career training needs
Continuing education modules based on the
DACUM model.
MLIS students with strong practicum
experiences.
Involvement of the research team in
community college based issues.
Recruit diversity candidates from the MLIS
student population into the teach-librarian
practica.
UNCG DLIS has recently launched research
into this area.
Identification of needs from constituencies to
strengthen community college librarianship.
Employing the Teaching-Library-Faculty
model.
Empirical base for research and new
knowledge.
Retirement of CC librarians
Lack of LIS community college research
agenda
Instructor Objectives key!
Disparity with papers and jobs
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Subject Matter Experts
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Course specific needs
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More resources, less academic structure
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Request job related resources
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Web evaluation skills important
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Addresses information literacy for continuing
education curriculum
Addresses diverse learning objectives and
needs of CE students
◦ Andragogy
◦ Culture and language
◦ Active environments
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Instructor awareness
◦ Of options available
◦ Of need for including IL within coursework
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Research study
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Types of information in the workplace
Information tools used in the workplace
Activities performed by research and information
Research skills needs
How do graduating students measure up?
Results recommend a more varied approach
to information literacy instruction
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Key role of human relations in the workplace
to foster information literacy
Proactive consultation with agencies involved
in skill development and training
Provide internally benchmarks, resources and
space dedicated to fostering IL growth
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SME = primary faculty member
Behavioral objectives =
◦ Demonstrated behaviors
◦ Action verbs
◦ Expected level of achievement
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Cognitive objectives =
◦ General instructional objective
(learning domain)
◦ Specific types of performance
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CLER
◦ Configurations
 relationships
◦ Linkages
 Org links, i.e. course
◦ Environment
 Physical, social and intellectual forces
◦ Resources
 Support mechanisms
The four levels of Kirkpatrick's
evaluation model essentially
measure:
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REACTIONS-What they
thought and felt about the
training
LEARNING-The resulting
increase in knowledge or
capability
TRANSFER-Extent of
behavior and capability
improvement and
implementation/application
RESULTS-The effects on the
business or environment
resulting from the trainee's
performance
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The ADDIE instructional design model is the generic process traditionally used by
instructional designers and training developers. The five phases—Analysis, Design,
Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for
building effective training and performance support tools.
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Ohio State case study
◦ Assess course objectives
◦ IL goals and librarian relationships
◦ Instructor’s perspective
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Measured
◦ Instructor satisfaction with student work
◦ Compared library instruction for outcomes
◦ Opportunity for supportive instruction
Real Learning Connections Project
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Each member of the class is linked with a
practitioner in a community college.
Checking theory being learned from articles
with what is being done in libraries.
They will write about the connections and
disconnections.
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Practice
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Theory
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Taking action
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Cultivate minds
Focus on performance
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Knowledge
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Change to known's
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Training for something
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Knowledge content
Educating first
Training
Education
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Skimming not
reading
Scanning of
information
represented visually
Digital engagement
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Community colleges and their libraries serve
a broad range of needs, including
vocational/technical programs needing
different information skills
Need for workplace literacy instruction strong
Advocacy needed for support of this unique
environment
Uniqueness translates into broader range of
skill sets for librarians
Workforce changes still trending high,
challenges for librarians will increase
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Bird, Nora J., Michael A. Crumpton, Melynda Ozan, and Tim Williams. "Workplace Information Literacy: a
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and other college libraries in the 21st century. Westport, CT: Libraries Unlimited.
Karp, R. (2006). Leadership issues for community college librarians. In D. Dowell (Ed.) It’s all about
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